Instructional Plan [iPlan]
[With inclusion of the provision of DepEd Order No. 8, s. 2015]
Learning Area: Media And Information Literacy
iPlan No.: Quarter: 4
Learning
Competency/ies: Describes the different dimensions of visual information and media
[Taken from the
Curriculum Guide]
Key Concepts/
Understandings to Visual Information and Media
be Developed
Learning Adapted Cognitive Process Dimensions
Objectives Knowledge Remembering
The factor or condition of
knowing something with
familiarity gained
through experience or
association
Skills
The ability and capacity
acquired through
deliberate, systematic,
and sustained effort to
smoothly and adaptively
carryout complex
activities or.. the ability,
coming from one’s
knowledge, practice,
aptitude, etc., to do
something
Attitude
Values
 A learner principles or
standards of behavior;
one’s judgment of what is
important in life.
 Go beyond learner’s life
on earth, include more
than wealth and fame and
would affect the eternal
destiny of millions
Resources Listing of all resources
needed
Needed
Introductory Activity (2 minutes)
This part introduces the lesson content. Although at times
optional, it is usually included to serve as a warm-up
activity to give the learners zest for the incoming lesson
and an idea about what it to follow. One principle in
learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.
Activity (10 minutes)
This is an interactive strategy to elicit learner’s prior
learning experience. It serves as springboard for new
learning. It illustrates the principle that learning starts
where the learners are. Carefully structured activities such
as individual or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics
exercise, gallery walk and the like may be created. Clear
instructions should be considered in this part of the
lesson.
Grade Level: 11
Duration: 1 hour
Code:
MIL11/12VIM-IVc-7
The learner can recall
information and retrieve
relevant knowledge from long-
term memory: identify,
retrieve, recognize, duplicate,
list, memorize, repeat,
describe, reproduce
Understanding The learner can construct
Describe the different dimensions of
meaning from oral, written
and graphic messages: visual information and media
interpret, exemplify, classify,
summarize, infer, compare,
explain, paraphrase, discuss
Applying The learner can use
information to undertake a
procedure in familiar
situations or in a way:
execute, implement,
demonstrate, dramatize,
interpret, solve, use,
illustrate, convert, discover
Analyzing The learner can distinguish
between parts and determine
how they relate to one
another, and the overall
structure and purpose:
differentiate, distinguish,
compare, contrast, organize,
outline, attribute, deconstruct
Evaluating The learner can make
judgments and justify
decisions: coordinate,
measure, detect, defend,
judge, argue, debate,
describe, critique, appraise,
evaluate
Creating The learner can put elements
together to form a functional
whole, create a new product Design sample dimension of visual
or point of view: generate,
hypothesize, plan, design, information and media
develop, produce, construct,
formulate, assemble, devise
A settled way of thinking or feeling about Appreciate the importance of visual
someone or something, typically one that is
reflected in a person’s behavior: information and media
[RA 849]
Maka-Diyos
Maka-tao
Makakalikasan
Concern for the environment.
Makabansa
Realia, Powerpoint presentation, Metastrips, Hand outs, LM pp. 237-243,
CG p.13
METHODOLOGY
PICTURE ANALYSIS
Flash on the screen the different dimensions of visual information and
media.
Using their prior knowledge, they are to identify some of the
dimensions of visual information and media
 Collaborative Learning”
Group 1: A random- dot stereogram
Group 2: Mental Rotation
Group 3: Computational Approach to Vision
Group 4: Primal Sketch
 Group presentation
Analysis (10 minutes) EFFECTIVE DISCUSSION
Essential questions are included to serve as a guide for
the teacher in clarifying key understandings about the
 What are the different dimensions of visual information and media?
topic at hand. Critical points are organized to structure  Describe the intensity changes in an image?
the discussion allowing the learners to maximize
instructions and sharing of ideas and opinions about  Give samples of each dimension.
expected issues. Affective questions are included to elicit
the feelings of the learners about the activity or the topic.
The last questions or points taken should lead the learners
to understand the new concepts or skills that are to be
presented in the next part of the lesson.
Abstraction (25 minutes) EFFECTIVE DISCUSSION:
This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that should
 The teacher discusses the different dimensions of visual information
be emphasized. This is organized as a lecturette that and media
summarizes the learning emphasized from the activity,
analysis and new inputs in this part of the lesson.
Application (30 minutes) Given the materials, the students are to give their own sample drawings of the
This part is structured to ensure the commitment of the
learners to do something to apply their new learning in
different dimensions of information and media.
their own environment. Be ready to present their work on a “Gallery Walk”
Assessment (3 minutes) Output of the students will be rated based on Rubrics.
For the Teacher to: RUBRICS FOR BOX PACKAGING/PACKAGING
1. Assesses whether learning objectives have been met
for a specified duration EXCELLENT (4) VERY SATISFACTORY NEEDS
2. Remediate and/or enrich with appropriate strategies SATISFACTORY (2) IMPROVEMENT
as needed (3) (1)
3. Evaluate whether learning intentions and success CREATIVITY Able to show Able to show Able to show Show less
criteria have been met creativity of output in creativity of output creativity of output creativity of output
an excellent manner in a very in a satisfactory that needs
with the time given satisfactory manner with the improvement with
[Reminder: Formative Assessment may be given before, manner with the time given the time given
during or after the lesson.] time given
QUALITY/ Able to show Able to show Able to show Show less
DURABILITY quality/durability of quality/durability quality/durability in quality/durability
output in an output in a very a satisfactory output that needs
excellent manner satisfactory manner with the improvement with
with the time given manner with the time given the time given
time given
USABILITY The output is highly The output is less The output quite The output is not
usable highly usable usable usable
Assignment Reinforcing/
(2 minutes) strengthening the
Note: Fill-in any of the day’s lesson
four purposes Enhancing/
inspiring the day’
lesson
Preparing for the Research on how visual information and media are formally and informally
new lesson produced, organized and disseminated.
Concluding
Activity (2 minutes)
This is usually a brief but
effective closing activity such
as a strong quotation, a
short song, an anecdote,
parable or a letter that
inspires the learners to do
something to practice their
new learning.
Prepared by:

Name: ANA LORAINE HERMIA-GEALON School: SIBONGA NHS

Position/Designation: TEACHER 1 Division: CEBU PROVINCE
Contact Number: 09438087237 Email Address: lorainetherese_hermia@yahoo.com